Digital information has had a significant impact on higher education, transforming the way students learn and interact with course materials, professors, and their peers. Education systems that place a high priority on learning satisfaction and tutor quality frequently ignore the problem of limited access to digital information and technology. In this study, we provide an integrated model that examines how the TAM constructs of digital information in education (DIE) are affected by digital information flow, technological readiness, learning satisfaction, and tutor quality. We provide information on the results of a project evaluation that examined how digital information is used in higher education. We gathered information from a survey of 594 college students to validate our model and hypothesis. Our research suggests that external factors that improve users' technological readiness and learning satisfaction may have an impact on how valuable they perceive DIE to be. A user's traits, particularly their level of technological preparedness, have a significant impact on how simple technology is to use. The user's perceived usefulness of the technology may also be further enhanced in some cultures by the tutor’s perceived excellence. External elements like the flow of information may have a significant impact on the intention to use technology.